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<![CDATA[Analisis Kebutuhan Bahan Ajar Sastra Berbasis Konteks Lingkungan di Sekolah Dasar ]]>
<![CDATA[Laspida Harti]]>;
<![CDATA[Lira Hayu Afdetis Mana]]>;
<![CDATA[Endut Ahadiat]]>
<![CDATA[ Lectura : Jurnal Pendidikan Vol. 13 No. 2 (2022): Lectura: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning ]]>
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DOI: 10.31849/lectura.v13i2.10019
<![CDATA[Penelitian ini dilatarbelakangi oleh kebutuhan guru terhadap bahan belajar sastra yang mampu memecahkan masalah kehidupan, mampu berpikir kritis, mampu melaksanakan observasi, serta mampu menarik kesimpulan dalam kehidupan jangka panjang melalui pembelajaran. Pembelajaran berbahan sastra yang berbasis konteks lingkungan akan menghadirkan situasi dunia nyata ke dalam kelas. Pembelajaran sastra dapat membuat siswa memperoleh, mempelajari, menikmati, dan mengembangkan berbagai aspek kehidupan manusia dan kemanusiaan khususnya sastra anak. Pembelajaran sastra yang dapat mudah dijangkau siswa yaitu sastra yang berada di dekat kehidupan siswa itu sendiri. Tujuan penelitian ini adalah menganalisis kebutuhan siswa terhadap pembelajaran sastra di Sekolah Dasar (SD) pada kelas V Kota Padang .Jenis Penelitian ini adalah deskriptif kualitatif . Subjek Penelitian ini adalah guru yang mengajar di kelas V dan siswa kelas V sekolah dasar tingkat tinggi (SD Negeri 01 Ulak Karang Selatan kecamatan Padang Utara) dan tingkat rendah ( tingkat rendah) (SD Negeri 52 Parupuk Tabing kecamatan Koto Tangah) . Data penelitian ini diperoleh dari observasi dan wawancara. Hasil penelitian dari analisis kebutuhan siswa adalah sebagai berikut: Pertama, guru membutuhkan bahan ajar khusus sastra dalam mengajarkan materi sastra ke anak. Kedua, guru membutuhkan panduan untuk membuat RPP khususnya mengenai pembelajaran sastra. Ketiga, guru membutuhkan bahan ajar mengenai pembuatan rpp.Keempat, guru membutuhkan penyediaan bahan-bahan sastra yang akan menjadi isi pembelajaran untuk membantu pembelajaran sastra anak.]]>
<![CDATA[CHOOSING TEACHING MATERIALS AND LEARNING MEDIA IN THE INDEPENDENT LEARNING CURRICULUM ]]>
<![CDATA[Lira Hayu Afdetis Mana]]>;
<![CDATA[Laspida Harti]]>
<![CDATA[ RANGKIANG: Jurnal Pengabdian Pada Masyarakat Vol 4, No 2 (2022) ]]>
Publisher : <![CDATA[STKIP PGRI Sumatera Barat ]]>
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DOI: 10.22202/rangkiang.2022.v4i2.6412
<![CDATA[This activity aims to provide direction to teachers so they can use various media according to the needs of students and those in the student environment. The teacher's freedom in choosing learning media in the independent curriculum can help students understand the material presented. This activity is a community service activity. This activity was carried out for one day with one meeting at one school. The implementation stages are, (1) introducing and reviewing material about Indonesian language teaching materials and learning media in the independent curriculum, (2) providing examples of teaching materials and learning media and providing training to teachers so they can apply teaching materials and media learning, and (3) teachers can use Indonesian language media and teaching materials in an independent curriculum that has been designed in such a way. The results of this activity show that the success of education depends on the quality of education in a country. The quality of education must be adjusted to the needs of students. To motivate students in the learning process, teacher expertise is needed in innovating teaching materials and learning media in the medical curriculum by paying attention to student characteristics and student learning types. Learning media is divided into three, namely auditory, visual, and kinesthetic.]]>
<![CDATA[Analisis Kebutuhan Mahasiswa pada Pembelajaran Menulis Feature ]]>
<![CDATA[Lira Hayu Afdetis Mana]]>;
<![CDATA[Laspida Harti]]>
<![CDATA[ Lectura : Jurnal Pendidikan Vol. 14 No. 1 (2023): Lectura: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning ]]>
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DOI: 10.31849/lectura.v14i1.12542
<![CDATA[Penelitian ini dilatarbelakangi oleh kebutuhan mahasiswa dalam hal materi pembelajaran menulis kreatif khususnya menulis feature yang lebih lengkap dan bimbingan dari dosen untuk menghasilkan feature yang lebih baik. Penelitian ini bertujuan untuk menganalisis kebutuhan siswa dalam pembelajaran menulis kreatif, khususnya menulis feature di Universitas PGRI Sumatera Barat. Penelitian ini merupakan penelitian kuantitatif dengan metode deskriptif. Populasi penelitian ini adalah seluruh mahasiswa Program Studi Pendidikan Bahasa dan Sastra Indonesia semester ganjil 2021/2022 yang mengambil mata kuliah menulis kreatif. Sampel penelitian ini adalah sesi C yang terdiri dari 38 siswa. Instrumen yang digunakan dalam penelitian ini adalah kuesioner berdasarkan: (1) kebutuhan mahasiswa (needs) terhadap pembelajaran menulis feature, (2) kekurangan atau kelemahan mahasiswa (lacks) dalam pembelajaran menulis feature, dan (3) keinginan atau harapan mahasiswa (wants) terkait pembelajaran menulis feature. Kuesioner diisi oleh siswa pada google form dan disebarkan melalui grup WhatsApp (WA). Hasil penelitian menunjukkan bahwa kebutuhan siswa untuk pengajaran menulis feature adalah: (1) sebagian besar siswa membutuhkan kebebasan dalam menentukan topik feature dengan persentase 63%, (2) sebagian besar siswa sangat membutuhkan konsep lengkap penulisan feature dengan persentase 76%, (3) sebagian besar mahasiswa membutuhkan bimbingan dosen dalam menulis feature dengan persentase 72%, (4) sebagian besar mahasiswa menginginkan lebih banyak materi tentang feature dengan persentase 85%. Kesimpulannya, dapat dinyatakan bahwa siswa membutuhkan informasi yang lebih detail tentang pembelajaran penulisan feature untuk mendapatkan pemahaman yang mendalam.]]>
<![CDATA[CHOOSING TEACHING MATERIALS AND LEARNING MEDIA IN THE INDEPENDENT LEARNING CURRICULUM ]]>
<![CDATA[Lira Hayu Afdetis Mana]]>;
<![CDATA[Laspida Harti]]>
<![CDATA[ RANGKIANG: Jurnal Pengabdian Pada Masyarakat Vol 4, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
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DOI: 10.22202/rangkiang.2022.v4i2.6412
<![CDATA[This activity aims to provide direction to teachers so they can use various media according to the needs of students and those in the student environment. The teacher's freedom in choosing learning media in the independent curriculum can help students understand the material presented. This activity is a community service activity. This activity was carried out for one day with one meeting at one school. The implementation stages are, (1) introducing and reviewing material about Indonesian language teaching materials and learning media in the independent curriculum, (2) providing examples of teaching materials and learning media and providing training to teachers so they can apply teaching materials and media learning, and (3) teachers can use Indonesian language media and teaching materials in an independent curriculum that has been designed in such a way. The results of this activity show that the success of education depends on the quality of education in a country. The quality of education must be adjusted to the needs of students. To motivate students in the learning process, teacher expertise is needed in innovating teaching materials and learning media in the medical curriculum by paying attention to student characteristics and student learning types. Learning media is divided into three, namely auditory, visual, and kinesthetic.]]>
<![CDATA[Peningkatan Kompetensi Guru PAUD melalui Pelatihan Penulisan Artikel Ilmiah dan Pengembangan Bahan Ajar Berbasis AI ]]>
<![CDATA[Afdetis Mana, Lira Hayu]]>;
<![CDATA[Ramadhanti, Dina]]>;
<![CDATA[Harti, Laspida]]>
<![CDATA[ Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat Vol. 5 No. 2 (2025): Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat ]]>
Publisher : <![CDATA[Faculty of Cultural Studies, Universitas Brawijaya ]]>
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DOI: 10.21776/ub.gramaswara.2025.005.02.10
<![CDATA[This training aimed to enhance the professional competence of early childhood and kindergarten (PAUD and TK) teachers in Pariaman City in writing scientific articles and developing teaching materials based on artificial intelligence (AI). Conducted online in a single intensive session, the program combined interactive lectures, participatory discussions, and hands-on practice. A total of 30 participants actively engaged in the training, which focused on the utilization of AI-based applications such as ChatGPT, Grammarly, Mendeley, and Canva. Evaluation was carried out through pre-tests, post-tests, and qualitative observation. The results indicated a significant improvement in participants' understanding of scientific article structure, citation techniques, and creativity in designing interactive teaching materials. The training also succeeded in boosting teachers' motivation to write and publish scholarly works independently. This article underscores the importance of AI technology integration as a transformative strategy for teacher capacity building in the digital era. The novelty of this initiative lies in its practical-empirical approach, combining digital literacy and contemporary pedagogy within the context of early childhood teacher training. Recommendations include the need for ongoing training and personalized mentoring to ensure sustained impact. The outcomes of this program contribute meaningfully to improving teacher quality and accelerating digital literacy in the basic education environment. Keywords: training; scientific paper; preschool and kindergarten teachers]]>
<![CDATA[ANALISIS KRITIS TERHADAP REPRESENTASI GENDER DALAM FILM REMAJA SEBAGAI BAHAN AJAR PEMBELAJARAN MEMIRSA DI SMP ]]>
<![CDATA[Mana, Lira]]>;
<![CDATA[Harti, Laspida]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 publish ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v10i02.27651
<![CDATA[Kemajuan teknologi serta tingginya konsumsi media audiovisual di kalangan remaja menuntut adanya penguatan literasi media, terutama dalam pembelajaran keterampilan memirsa di kelas Bahasa Indonesia. Sayangnya, representasi aspek gender yang sering muncul dalam film remaja masih sering luput dari perhatian. Penelitian ini berusaha mengungkap bagaimana representasi gender dikontruksi dalam film remaja Indonesia, serta membuka kemungkinan pemanfaatannya sebagai media terbuka yang kontekstual bagi siswa SMP. Dengan pendekatan kualitatif dan menggunakan analisis wacana kritis ala Fairclough, penelitian ini mengkaji konten visual dan naratif dua film remaja populer. Hasil analisis menunjukkan kecenderungan stereotip maskulinitas dan feminitas, namun juga ditemukan peluang edukatif dalam membangun kesadaran kritis siswa terkait kesetaraan gender. Film remaja, dengan pendekatan pedagogis yang tepat, berpotensi menjadi alat pembelajaran reflektif yang hanya mengasah keterampilan analisis media, namun juga menanamkan nilai kesetaraan sosial dalam media literasi pendidikan di SMP.]]>
<![CDATA[Pengaruh Penggunaan Model Pembelajaran Kooperatif Tipe Make a Match terhadap Keterampilan Berbicara Siswa SMP Negeri 1 Batang Anai ]]>
<![CDATA[Mana, Lira Hayu Afdetis]]>;
<![CDATA[Harti, Laspida]]>;
<![CDATA[Harnon, Harnon]]>;
<![CDATA[Mardhatillah, Siti Masyitha]]>;
<![CDATA[Ninda, Guspa]]>
<![CDATA[ Jurnal Pendidikan Tambusai Vol. 8 No. 1 (2024): April 2024 ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia ]]>
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DOI: 10.31004/jptam.v8i1.13758
<![CDATA[Penelitian ini dilatarbelakangi oleh permasalahan (1) peserta didik belum memiliki keterampilan berbicara dengan baik, dan (2) peserta didik belum pernah belajar berbicara menggunakan model Kooperatif tipe Make a Match. Tujuan dari penelitian ini adalah untuk mendeskripsikan pengaruh penggunaan model Kooperatif tipe Make a Match terhadap keterampilan berbicara siswa kelas VII SMP Negeri 1 Batang Anai Kabupaten Padang Pariaman. Metode penelitian ini adalah penelitian eksperimen. Populasi dalam penelitian ini adalah kelas VII SMP N 1 Batang Anai Kabupaten Padang Pariaman. Teknik pengambilan sampel yang digunakan adalah purposive sampling. Dalam hal ini pemilihan kelas VII-6 sebagai sampel penelitian didasari oleh alasan pada standar deviasi yang paling kecil. Teknik pengumpulan data yang dilakukan atas tes keterampilan berbicara siswa. Berdasarkan hasil analisis data yang telah dilakukan, maka dapat disimpulkan bahwa terdapat pengaruh penggunaan model pembelajaran kooperatif tipe make a match terhadap keterampilan berbicara siswa kelas VII SMP Negeri 1 Batang Anai kabupaten Padang Pariaman dengan thitung> ttabel= (8,74>1,70).]]>
<![CDATA[The Comparison of Treffinger Model to Rewrite an Anecdote and Short Story Folklore Text for Class X of SMA Negeri 6 Padang ]]>
<![CDATA[Hayu Afdetis Mana, Lira]]>;
<![CDATA[Rahmi, Afrini]]>;
<![CDATA[Harti, Laspida]]>;
<![CDATA[Harnon]]>;
<![CDATA[Rahmat, Wahyudi]]>
<![CDATA[ International Journal of Language Pedagogy Vol. 3 No. 1 (2023) ]]>
Publisher : <![CDATA[Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia ]]>
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DOI: 10.24036/ijolp.v3i1.20
<![CDATA[The purpose of this study was to describe the comparison of using Treffinger model to rewrite anecdotal and short story folklore texts for class X students of SMA Negeri 6 Padang. The type of the research is quantitative research with experimental method. The population of this research are 255 students of class X of SMA Negeri 6 Padang 2022/2023 academic year. Sample of the research was taken by using simple random sampling technique. The instrument of the research was writing test of anecdotal and short story folklore text. After treating the sample classes by using Treffinger model, X IPA 2 and X IPS 4 was tested to write anecdotal text, X IPA 1 and X IPS 3 was treated to write short story folklore text. The results of the research were as follows; first, students’ average score in writing short story folklore text who taught by using the Treffinger model were of 82.67 with good category (range of 76% -85%). Second, students' average score in writing anecdotal text by using Treffinger model were 75.50 with more than adequate category (range of 66%-75%). Third, there is a significant comparison between students’ ability to rewrite anecdotal texts and short story folklore text by using Treffinger model at class X students of SMA Negeri 6 Padang.]]>
<![CDATA[THE EFFECT OF USING THE FLIPPED CLASSROOM MODEL ON THE ABILITY TO WRITE FACTUAL TEXTS STUDENTS OF THE INDONESIAN LANGUAGE STUDY PROGRAM ]]>
<![CDATA[Hayu Afdetis Mana, Lira]]>;
<![CDATA[Komala Sari, Lusi]]>;
<![CDATA[Harti, Laspida]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09 No. 04 Desember 2024 Press ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v9i04.23005
<![CDATA[This study aims to examine the effect of the Flipped Classroom learning method on the ability to write factual texts, including reconstruction texts, explanation texts, and procedural texts. The Flipped Classroom method shifts the traditional learning paradigm by moving theoretical learning activities outside the classroom and focusing classroom activities on discussions and practice. This study uses a quantitative approach with an experimental design. The research sample consists of 67 students randomly selected from three different classes. The experimental group used the Flipped Classroom method, while the control group used the traditional learning method. The results showed a significant improvement in the ability to write factual texts in the experimental group compared to the control group. This improvement is attributed to more intensive interaction between students and teachers, as well as opportunities for students to better understand the material through self-directed learning. This study concludes that the Flipped Classroom method is effective in improving students' ability to write factual texts and recommends the application of this method as an alternative in writing instruction.]]>
<![CDATA[Nilai-Nilai Karakter dalam Corak Hukum Adat Tradisi Lisan Jambi sebagai Penguatan Profil Pelajar Pancasila ]]>
<![CDATA[Yusrizal]]>;
<![CDATA[Harti, Laspida]]>;
<![CDATA[Baitulah]]>;
<![CDATA[Tulus Akbar, Muhammad]]>
<![CDATA[ Adagium: Jurnal Ilmiah Hukum Vol 4 No 1 (2026): Adagium: Jurnal Ilmiah Hukum ]]>
Publisher : <![CDATA[PT. Meja Ilmiah Publikasi ]]>
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DOI: 10.70308/adagium.v4i1.291
<![CDATA[The oral tradition of Jambi customary proverbs embodies patterns of customary law that reflect character values relevant to the Pancasila Student Profile. This study aims to describe the patterns of customary law (communality, deliberation/consensus, traditional, visual) in Jambi customary proverbs and link them to the six dimensions of the Pancasila Student Profile. Employing a qualitative approach with descriptive methods and content analysis, this research analyzes 12 documented examples of Jambi seloko/proverbs. Data were collected through document studies and analyzed using a modified Mayring procedure. Data validity was ensured through source and theory triangulation. The findings indicate that: (1) the communality pattern is closely related to the dimensions of mutual cooperation and independence; (2) the deliberation/consensus pattern supports the dimensions of critical reasoning, mutual cooperation, and global diversity; (3) the traditional pattern bolsters the dimensions of faith, piety, noble character, and global diversity; (4) the visual pattern strengthens the dimensions of creativity and critical reasoning. These findings demonstrate that Jambi customary proverbs can be integrated into learning and Profil Pelajar Pancasila strengthening projects (P5) through the design of intracurricular, cocurricular activities, and projects that utilize proverbs as teaching materials and media for value reflection. Research implications include the development of teaching materials, culturally grounded P5 project designs, and teacher training in utilizing oral traditions for character education based on the Merdeka Curriculum.]]>
